Tisch
A, teaching material analysis this lesson plan print primary school art lesson plans. Class 07, Grade One plans to print and integrate games, training and knowledge. Children get interesting images by knowing and feeling the combination of lines and colors in relaxed and happy carving activities, and their ability to discover and create beauty is developed. Primary school art teaching plan, grade one: class 07 corrects and prints.
The teaching content of engraving and printing course is a unique form of printmaking. Let the children try and experience the traces produced by the hard pen marking on the cardboard, and color them to print beautiful pictures.
The illustrations printed in this lesson introduce pictures printed on different boards. Because of the different hardness of cardboard, the degree of force is different when marking, and the depth of marking is also different The printed results are different, so teachers should guide children to experience and feel by themselves in teaching, make the marks clearer and more interesting in the right way, and make the printed graphics more colorful, thus mobilizing children's learning enthusiasm. When printing, children can try to print pictures in various colors to enhance their interest in learning.
Second, the teaching objectives
Draw interesting graphics to cultivate imagination and aesthetic taste.
Master the essentials of carving and the methods and steps of printing.
Form the habit of working hard.
Third, teaching design.
In the teaching of this course, teachers should prepare different styles of model drawings carved with different cardboard, so that children can understand the effects of various cardboard carvings, and through model carving and model printing, students can skillfully use basic methods to carve clear and interesting pictures, increase their knowledge and develop their ability in relaxed and pleasant operation.
The arrangement of teaching process should pay attention to the setting and handling of each teaching link and the connection and transition of each link. By observing feelings, trying to experience, analyzing and comparing, expressing creativity and self-evaluation, we can cultivate our ability and increase our knowledge in activities.
This course can be designed as a class hour. Teaching starts with the way of activity experience. Children can carve on it with different soft and hard paper, and feel different. What kind of paper is easy to carve clear and obvious marks, so as to find the appropriate carving method to express and create in practice.
In teaching, teachers should correctly guide the methods, steps, coloring methods and requirements of description and printing, so that students can feel the happiness of success in happy learning activities. When printing, it is required that the drawing paper and cardboard cannot be moved to avoid the ghosting of the printed picture.
In teaching, teachers can guide children to draw a page of paper with several pigments to print and see what happens to the color of the picture. Make children's thinking creation expand.
Homework evaluation: Children can talk about their feelings, experiences and ideas from printed pictures.
Job requirements: draw and print interesting graphics with correct methods and smooth lines, and give them titles.
Fourth, teaching suggestions
In teaching, when drawing lines, children should be reminded to tilt the hard pen slightly to control the drawing strength, and students should be reminded to combine pictures with various lines. It is more appropriate to give priority to performance and creation in the form of homework.
The color should not be too wet when printing, so as not to blur the printed picture; Don't paint it too dry, so as not to print it clearly If this happens, the teacher can ask the child to repeat coloring before printing until it is clear.
In teaching, teachers can use multimedia-assisted teaching, demonstrate methods and steps by using display platform, and evaluate students' homework.
extreme
Design concept Students' knowledge accumulation is different, and their understanding methods are also different. The whole learning process of students should be autonomous, so that students can use their existing knowledge and ability to learn and understand ancient poems, and gradually guide students from learning to learning.
Teaching objectives
1, through autonomous learning, learn two new words in the text, expand the study of some new words, and further consolidate the understanding of the laws of pictophonetic characters.
2, independent, inquiry learning ancient poetry, understand the meaning of poetry, and further understand the artistic conception of ancient poetry and the author's feelings.
Teaching preparation
Multimedia courseware.
teaching process
First of all, the courseware creates scenes to guide oral practice.
1, the picture shows: In spring, flowers are in full bloom, bees are flying among the flowers, and birds are flying and chirping from time to time, and the breath of spring is everywhere.
2. Look at the pictures to guide students to practice oral English.
3. Yes! How beautiful spring is. In this lesson, let's learn a description together.
Ancient poems about spring scenery. (Courseware shows ancient poems)
Second, learn new words independently and get a preliminary understanding of ancient poetry.
1, read the ancient poem for free, and tell me your first impression of this poem.
2. Read ancient poems and find your partner to learn new words.
3. Exchange feedback: What new words are you most interested in? Is there any good memory method:
The main points of the initial exchange are as follows:
(1) Dawn: Dawn means dawn, so it is used next to Tianzi. Don't write more Xiao in the upper right corner.
⑵ Crow: Crow is beside the word "mouth", which means "crow". On the right of the crow is the emperor.
When students communicate, we should guide them to organize the words of communication.
4, doll teaching, expand learning words:
The children have learned the fine print. Do you know the sister who looks like Xiao Zi? Please introduce it.
Example of student answers:
(1) Let me introduce Xiao's sister, Shao (the students immediately put the burning board on the blackboard). I just met this burning word yesterday, because my mother bought a non-stick pan yesterday, which is very special, so I remembered the burning word on the trademark. Which child can tell me what Xiao He looks like and what he doesn't? Can you give Shao another sentence?
I also want to introduce Xiao's other sister to you. Students also water the blackboard. ) This is watering the flowers. Please read with me. (Read together and pour together. I have known this word since I was very young, because there are many flowers on my balcony, and I water them every day. Which child can remember it quickly by this method?
(3) Teacher, I have more! As he speaks, he goes to the blackboard and writes on it. ) I know the words around. Construction was under way near our school a few days ago. There is a sign that says that construction is under way. Please make a detour. Let me introduce this crooked word to you. Do you know why this kind of winding is twisted?
Teachers give timely guidance to students' communication.
5. Read ancient poems by name.
6. The teacher introduces the author.
7. Understand the meaning of the question, and focus on understanding the meaning of Xiao.
Third, put forward learning topics, study and study ancient poetry.
Transition: Just now, we have understood that spring dawn is the morning of spring. It is not difficult to see that the whole poem describes the scenery of spring morning. So what scenery is the whole poem written about? It is required to be represented by a circle in the poem. (birds, wind and rain, flowers)
1, which leads to the topic of study: Please choose the scenery you like, read the poem, understand the meaning of the poem, and talk about the poet's feelings when describing this scenery.
2, put forward the requirements of learning:
(1) You can circle it a little or paint it in a way you like.
(2) When you encounter problems that you don't understand, you can take a cooperative approach or find a teacher to study together.
3. Students are free to learn the whole poem around the topic, and teachers participate in the study.
Fourth, exchange learning results and implement training objectives.
1, specify communication requirements: speak boldly, listen carefully, supplement in time, and learn to communicate.
2. Students can freely exchange learning results, and teachers can guide and randomly implement training objectives.
(The sequence and interactive process of the following parts are handled flexibly according to the students' learning practice. Explain a place and let the students express it on the blackboard in their favorite form. In the process of communication, teachers should pay special attention to students' communication quality and teach correct communication methods in time. )
Birds are singing everywhere around me:
(1) Understand the meaning of each place. Practice looking for synonyms everywhere.
⑵ Play the bird song and understand the meaning of the smell. Distinguish the smell in the usual sentence from the smell in the poem and practice.
Tell me the meaning of smell in the following sentences.
When I came home from school, I smelled the fragrance coming from the kitchen as soon as I entered the room.
Madame Curie is a world-famous female scientist.
⑶ Understand the meaning of crowing and talk about the crowing of other animals, but why? For example: Ma Si, Tiger Roar, Cockcrow, Lion Roar, etc.
(4) Free exchange of understanding of the whole poem.
5. Convey the poet's feelings when he hears the birds sing, and guide him to read aloud.
But now I remember that night, that storm:
⑴ The courseware plays the sound of wind and rain, and enters the situation to imagine speaking: What is in front of you? What do you have in mind?
(2) Understand the meaning of coming at night.
(3) communicate the understanding of the whole poem.
(4) Communicate the poet's feelings in poetry.
5] Read poetry in the poet's feelings you have experienced.
I wonder how many flowers have been broken:
(1) Perceive the poet Xi Chun's faint sadness in the poem.
⑵ Communicate the understanding of the whole poem.
(3) Guide to read the faint sadness.
Learn to understand the first sentence on the basis of understanding the last three sentences: I woke up easily in this spring morning.
(1) What do you mean by sleep? What does spring sleep mean?
What's the difference between the dawn here and the dawn in the title?
(3) Understand the meaning of the whole poem.
4. convey the meaning of the whole poem.
Fifth, guide the whole poem recitation and extend extracurricular study.
1, play music and recite the whole poem by yourself:
Four short poems describe so many scenes, including the poet's complex emotional changes, and the artistic charm of ancient poetry is endless! Let's recite this poem together. See who can recite quickly? Whose back is better? )
2. Meng Haoran described the morning scene of spring with a touch of sadness, and there were also poets:
Spring night listened to the sound of wind and rain and wrote a poem. Let's look at the mood of the poet in the poem. (Courseware shows an ancient poem: "Delighting in Rain on a Spring Night") Perceive the color of the whole poem, and let students realize that every poem is saturated with the poet's feelings.
3. Put forward the task of extracurricular study: find some ancient poems describing spring scenery to recite.
Tisso
Teaching process 1. Create situations and stimulate interest.
Show me the doll, Lingling the monkey. The teacher performs and dubs: Children, I'm Lingling the monkey. Will you study with me today? Let's play a game first: please take out 9 peaches (pictures) from the bag, and then take out some peaches at will. What questions can I ask? (I picked some peaches) Can you make a recipe?
Write on the blackboard according to the students' answers: 9+ 1, 9+2, 9+3, 9+4, 9+5, 9+6, 9+7, 9+8, 9+ 10 (arranged in a vertical line in sequence).
Little monkey Lingling: There are so many formulas listed. What are the characteristics of these formulas? (revealing the topic: 9 plus a few)
Second, independent inquiry, learning new knowledge
1. Teaching examples and discussion algorithms.
(1) Take a look: Lingling, the little monkey, also took out some peaches. Let's see how it was filmed. (Showing the illustration: 9 peaches in the box and 4 peaches outside the box) Students ask after observation: One * * *, how many? List the formula: 9+4.
(2) Calculation: Please try to figure out how much 9+4 gets, or you can put it on the table with school tools.
[Description: Students have objective differences in life experience, cognitive background and way of thinking. Teachers can pay attention to teaching students in accordance with their aptitude, put forward different requirements for students at different levels, provide a relaxed and open space for students' personalized learning, encourage students to explore algorithms in a way that suits them, meet students' learning needs to the greatest extent, and make the teaching process lively, proactive and personalized. ]
(3) Say: Encourage students to speak freely and say different algorithms.
Students' algorithms may include:
1. Count.
②9+ 1= 10, 10+3= 13。
③4+6= 10, 10+3= 13。
④ 10+4= 14, 14- 1= 13。
Every time a student says an algorithm, the teacher asks, Do you understand? How is your method different from his?
Combine students' communication, demonstrate the thinking process of ten-point method with learning tools, and write on the blackboard at will.
Point out the name of the algorithm: add up to ten.
[Note: In order not to make communication a mere formality and ensure the effectiveness of communication, when students communicate algorithms, teachers should pay attention to guiding students to compare the similarities and differences of methods with their peers, so as to realize mutual communication and understanding, and thus consciously realize the optimization of algorithms. ]
(4) Discussion: Which method do you like best? Why?
Point out: You can use any method you like to calculate in the future.
2. Try teaching.
(1) Show the flower diagram.
Question: What are the two parts of the flower in the picture? How many flowers are there in each? Can you ask a question of addition calculation? How to make a formula? (blackboard writing: 9+7)
(2) Question: Can you circle 10 flowers before calculating? Circle the book and fill in your own thinking process in the formula on the right.
(3) Q: Why not divide 7 into 3 and 4 or 2 and 5?
3. summary.
Guide: what should I think of first when calculating nine plus nine with ten plus nine? Then what's the first one? What is it?
Third, practice in layers and internalize new knowledge.
1. Think about doing 1 questions.
Show the illustration of the topic and ask: Can you tell me what this picture means? Can you fill in the formula on the right?
Show the students' answers and let them talk about their ideas.
2. Think about doing the second question.
(1) Let the students circle 10 before calculating.
(2) Exchange ideas with your deskmate.
(3) collective modification.
3. Think about doing the third question.
After finishing independently, compare the upper and lower questions in each group and think about it. What did you find? (Through calculation and comparison, guide students to realize that the ten-point method is calculated by the above addition)
4. think about doing question 4.
Let the students take out the digital cards, arrange them on the desks like the fourth question, and do oral calculations at the same table.
5. Think about doing the fifth question.
After the completion of independence, the teacher will call the roll to answer, and when the new lesson is introduced, the teacher should write the listed formulas on the blackboard. Discussion: What did you find? (Guide students to understand the relationship between formulas by comparison, and know that they can directly calculate numbers with adjacent formulas. It is found that if you add a few to 9, the number of digits is always less than the added number 1. )
[Description: Discuss your findings, further expand students' thinking, encourage students to flexibly choose different methods to calculate 9 plus several, cultivate the flexibility of thinking, and infiltrate the thought of function. ]
6. Practice freely.
Let the students be small teachers and test other students with the formula of 9 plus several.
Random question: Who do you want to ask to answer? Are you satisfied with his answer? Do you have something to say to him?
Note: Leave the right to ask questions and evaluate to students, so that students can have more adequate learning opportunities and experience the joy of success. ]
Fourth, free communication, summary and extension.
Question: Students, what skills have we learned today? Is there anything you want to say to everyone?
Talk: Will you tell your parents what you learned today when you go back?